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Insights and strategies for instructors to maintain functional groups in the classroom. Topics include the benefits of using groups, behaviors that undermine group function, and suggestions for using groups effectively. Relevant research and resources are also included.
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To explore and discuss strategies an instructor can use to maintain functional groups in the classroom
Committed to it based on research and observation Simulates the “real world” - use of teams Learn better when actively involved Peer instruction, teaching each other Learn more fully and with less effort Learn in context
Johnson, Johnson and Smith. ERIC ASHE Higher Education Report No. 4
What if anything is wrong with this group?
What could be done to help this group work better?
Could this situation have been prevented?
What if anything is wrong with this group?
What could be done to help this group work better?
Could this situation have been prevented?
Authors: “I Want To Be in My Professor’s Group” – Jessica Horvath “Dawn’s Eight O’Clock” – Harold White
Director: Nancy King
Producers: Deborah Allen & Harold White
Student Actors: Melissa Reddish, John Dueber, Michelle Lyons, Eric Moskal, Crystal Mack, Amanda Simons
Well-defined activities Bring the class together for discussion and/or clarification at about15 min. intervals Group products Look for signs of behaviors that undermine group function Use undergraduate (peer) group facilitators
A team of students had four members called Everybody, Somebody, Anybody, and Nobody. There was an important job to be done. Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.